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All Journal Jurnal Sains Student Research Educate : Journal of Education and Learning Journal of Social Humanities and Education: Scripta Humanika
Juliana Tifani
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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SEMANTIC AMBIGUITY : A STUDY ON THE LEXICAL INTERPRETATION OF HOMONYMS AND HOMOGRAPHS IN DAILY COMMUNICATION Juliana Tifani; Bernieke Anggita Ristia Damanik
JOURNAL SAINS STUDENT RESEARCH Vol. 3 No. 4 (2025): Jurnal Sains Student Research (JSSR) Agustus
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v3i4.5893

Abstract

This study investigates the role of homonyms and homographs as sources of semantic ambiguity in daily English communication. Semantic ambiguity occurs when words or phrases can be interpreted in more than one way, leading to misunderstandings in both spoken and written language. Focusing on lexical ambiguity, this research analyzes how homonyms words that share the same spelling and pronunciation but have different, unrelated meanings and homographs words that share spelling but differ in pronunciation and meaning contribute to communication breakdowns. Using a qualitative descriptive method, data were collected from real-life language use, highlighting how individuals interpret ambiguous words based on context. The findings show that without clear contextual cues, these lexical items often lead to misinterpretation. The study emphasizes the importance of context, background knowledge, and linguistic awareness in reducing ambiguity and promoting effective communication. It also suggests practical strategies for educators, learners, and speakers to navigate and resolve ambiguity in everyday language use.
A Critical Discourse Analysis of Ideology in the Song “Where Is the Love?” by The Black Eyed Peas Based on van Dijk’s Theory Juliana Tifani; Tiodor Sihotang; Sry Tama Butar Butar; Partohap Saut Raja Sihombing
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 3 (2026): February: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/phrfne30

Abstract

This study aims to analyze the ideology embedded in the song “Where Is the Love?” by The Black Eyed Peas using Critical Discourse Analysis (CDA) based on van Dijk’s socio-cognitive model. Discourse analysis is concerned with how language is used to construct meaning, ideology, and social realities. Song lyrics, as a form of written discourse, often function as a medium for expressing social criticism and ideological perspectives. Therefore, this study focuses on revealing how ideological meanings are represented in the song lyrics. This research employs a qualitative research design with document analysis as the data collection technique. The data consist of selected lyric lines from the song “Where Is the Love?” that reflect social issues. The data are analyzed using van Dijk’s three analytical dimensions: textual structure, social cognition, and social context. The findings reveal that the song conveys strong ideological messages related to humanitarian values, peace, equality, and social justice. The lyrics criticize violence, racism, discrimination, and political hypocrisy, encouraging listeners to reflect critically on global social problems. The study concludes that song lyrics can function as powerful social discourse that shapes social awareness and ideology. This research contributes to discourse analysis studies by demonstrating the applicability of van Dijk’s Critical Discourse Analysis framework to song lyrics as a form of social and ideological expression.
An Analysis of Vocabulary Mastery of Grade IX Students in Narrative Texts at SMP Negeri 1 Siantar Juliana Tifani; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1585

Abstract

This study aims to analyze the vocabulary mastery of ninth-grade students in narrative texts at SMP Negeri 1 Siantar. Vocabulary plays a crucial role in supporting students’ language skills; however, many learners still experience difficulties in using vocabulary appropriately in narrative contexts. This research employed a descriptive quantitative design involving 30 students of class IX-6. Data were collected through a 40-item multiple-choice vocabulary test covering four aspects: verb word class, noun meaning, adjective use, and word collocation. The results indicated that the students’ mean score was 72.4, categorized as fair. Students performed best in noun meaning (76%), followed by adjective use (70%) and verb word class (68%), while word collocation showed the lowest achievement (65%). These findings suggest that students possess relatively adequate receptive vocabulary knowledge but face challenges in applying vocabulary contextually in narrative texts. The study contributes to EFL vocabulary research by providing a diagnostic profile of learners’ vocabulary strengths and weaknesses in narrative text comprehension, which can inform more effective vocabulary instruction. Therefore, it is recommended that English teachers implement contextual and communicative vocabulary teaching strategies, such as storytelling and retelling activities, to enhance students’ productive vocabulary use.
Co-Authors Damanik, Bernieke Anggita Ristia Partohap S. R Sihombing, Partohap S. R SELVIANA NAPITUPULU Sry Tama Butar Butar Tiodor Sihotang